Effective Instruction in Health and Physical Education: Julie Mueller, EU423 Week 3,

"INSTRUCTION".
1. Motivates students and instills responsible risk taking.
2. Based on the belief that all students can be successful and that learning in HPE is critical.
3. Based on diagnostic assessment of prior knowledge and skills
4. Provides appropriate level of challenge
5. Balance of both direct instruction and inquiry based instruction
6. Encourages higher-order thinking, critical and creative thinking
7. Includes participatory exploration and hands on activities
8. Provides wide range of activities
9. Includes developmentally appropriate activities
Questions to consider when evaluating your health and physical education program: p. 42-43
Curriculum document, related to the fundamental principles of health and physical education:
1. Support from School, Family and Community
2. Physical Activity is Vehicle for Learning
3. Physical and Emotional Safety
4. Student-Centred and Skill-Based
5. Balanced, Integrated and Connected to Real Life
Characteristic of a Quality Lesson (p. 59, Pangrazi & Gibbons, 2009):
1. Student Engagement. Students are engaged in appropriate learning activities for a large
percentage of class time.
2. Success-oriented. Learning atmosphere is a caring, positive climate.
3. Clear Learning Outcomes/Specific Feedback. Students know what they are learning and
are given feedback on those outcomes even when teacher is not available.
4. Progress Monitored Regularly. Students are held accountable for progress toward goals and
are able to assess and record their progress.
5. Limited Management Time/Smooth Transitions. Equipment and movement from activity
to activity is organized and seamless. Lots of structure and routine.
6. Limited Time in Lines. Students spend a great deal of time practicing and playing rather than
waiting for a turn.
7. High, Realistic Expectations. Teachers have structured activities to challenge students and
hold them accountable to moving forward.

8. Enthusiastic Teacher. Teachers are actively involved in the instructional process but are aware
of surroundings and in control.
Essential Elements of Instruction (p. 60 64, Pangrazi & Gibbons, 2009):
1. Learning Outcomes that are observable and clearly define content to be learned.
2. Determine Instructional Entry Level and develop a progression of learning activities that
lead to final outcome.
3. Use Anticipatory Set designed to focus students on learning outcomes.
4. Deliver Meaningful Skill Instruction that maximizes three key points; limits instructions to
30 to 60 seconds; presents information in easy to understand form; and separates management and
instructional episodes.
5. Monitor Student Performance ensuring students are on-task and practicing correctly.
6. Use Teaching Cues which are precise; short and action-oriented; and, integrated.
7. Demonstrate Skills as teacher or using students.
8. Check for Understanding using hand signals; asking questions answered in choral response;
direct forthcoming activities to all students; and use peer-assessment techniques.
9. Offer Guided Practice that allows students repeated opportunities checking for correct form
immediately after instruction.
10. Bring Closure that reviews learning asking for key points, demonstrations or reflections.
TEACHING STYLE Teaching styles move on a continuum from high teacher control (direct
command and skill practice) to high student control (free exploration). Degree of teacher control
will depend on the following factors:

learning outcomes (active learning, skill development, social development, etc.)

activities to be taught (manipulative skills, body management, rhythmic movement, etc.).

students (interests, developmental level, experience, motivation, etc.)

class size

equipment and facilities

teacher characteristics (interests, talents, comfort level, etc.)

A.
Direct teaching styles generally include modeling of a skill followed by practice and ongoing assessment and instruction. Direct teaching style is useful for teaching a physical skill,
especially if there is high risk of accidents.
B.

Inquiry teaching styles are more process-oriented and allow students to "discover" aspects

of physical activity. Students are more cognitively involved--a Teaching Games for Understanding
approach.
C.
Guided Discovery "is used when there is a predetermined choice or result that the teacher
wants students to discover." (Pangrazi & Gibbons, 2009, p. 42).
D.
Convergent Style puts the teacher in the position of presenting a problem and structuring
experimentation and exploration to a "better solution."
E.
Divergent Style allows for more than one answer, asking students to come up with a variety
of solutions/ways to solve the problem.
F.
Free Exploration limits the teacher's participation to supplying equipment and maintaining
safety. This would be useful to introduce new equipment that students will want to explore and for
young children.
G. Cooperative Learning focuses on people working together for a common goal. The activity
"should require the knowledge and efforts of all members." (p. 43).
PRACTICAL CONSIDERATIONS:

size of practice area, ensure that you can see all students and they can hear you, large
enough to allow movement of appropriate speed and pattern; use cones, lines, benches to
delineate area

equipment, use a station approach if equipment is limited, ensure equipment is in good

condition, ensure lines are short and there is limited waiting time, plan distribution to make
efficient use of time

safety, adequate safety precautions allow students to take reasonable risk, teach students
how to address their personal safety and that of others in using equipment, moving in the
instructional space, and following rules and guidelines. Planning, written curriculum and
appropriate response to injury ensure a safe environment. Informed, developmentally
appropriate instruction is a necessary component of a safe envrionment, including proper
progression of skill instruction. Ensure that you know the medical history of your students,
any conditions or disabilities and how to address them, as well as emergency procedures. Be
sure to make a written record of any accidents or injuries.